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Les stages occupent une place centrale dans la formation initiale des futures cohortes enseignantes. La présence de formatrices et de formateurs compétents pour accompagner les stagiaires constitue un élément crucial dans leur parcours professionnalisant. Pour la personne qui s’occupe de la formation, s’engager dans un tel processus consiste à accepter d’endosser un véritable rôle formateur afin d’aider les stagiaires à axer leur pratique sur la réflexion, l’autonomie et la responsabilisation de leurs actes, en plus de les outiller pour ce faire.Cet ouvrage a été conçu à partir de projets de recherches que les auteurs ont menés sur les stages. Un objet d’étude les a particulièrement intéressés : l’accès au savoir issu de l’expérience et de la pratique. Le dispositif de formation présenté entre ces pages, soit l’argumentation réflexive, se veut une approche à la fois structurée et respectueuse d’un contexte normal de stage.Alliant pragmatisme et théorie, L’accompagnement des stagiaires : l’argumentation réflexive au service du formateur se destine aux responsables de la formation des enseignantes et des enseignants, mais aussi à celles et ceux qui désirent en apprendre davantage sur l’organisation et le suivi des stages.

 Introduction: Teacher workload has been widely recognized as a critical occupational demand influencing teachers’ well-being, particularly in early childhood education contexts. Objective: This study examines how teacher workload during the practicum period is associated with pre-service early childhood education interns’ physical, psychological, and professional well-being. Methodology: Using survey data from 493 pre-service interns enrolled in three higher vocational colleges in a central region of China, the study employs partial least squares structural equation modeling (PLS-SEM) to test direct, indirect, and sequential relationships among workload and multidimensional well-being outcomes. Results: The results indicate that teacher workload is significantly and negatively associated with physical well-being, psychological well-being, and professional well-being. Moreover, both physical well-being and psychological well-being partially mediate the relationship between workload and professional well-being. A significant serial mediation pathway further reveals that workload undermines professional well-being through a sequential process in which reduced physical well-being leads to poorer psychological well-being. Discussion: These findings highlight the interconnected nature of multidimensional well-being during the practicum stage and underscore the vulnerability of pre-service early childhood education interns under high workload conditions. Conclusions: The study contributes to the literature by extending JD–R–based research to pre-service populations and offers practical implications for improving practicum design, institutional support, and teacher education policies aimed at promoting a sustainable early childhood education workforce. Introducción: La carga de trabajo docente ha sido ampliamente reconocida como una demanda ocupacional crítica que influye en el bienestar de los docentes, particularmente en el contexto de la educación infantil. Objetivo: Este estudio examina cómo la carga de trabajo docente durante el período de prácticas se asocia con el bienestar físico, psicológico y profesional de los estudiantes en prácticas de educación infantil en formación inicial. Metodología: Utilizando datos de encuesta de 493 estudiantes en prácticas matriculados en tres institutos de formación profesional superior ubicados en una región central de China, el estudio emplea el modelo de ecuaciones estructurales mediante mínimos cuadrados parciales (PLS-SEM) para analizar las relaciones directas, indirectas y secuenciales entre la carga de trabajo y los resultados de bienestar multidimensional. Resultados: Los resultados indican que la carga de trabajo docente se asocia de manera significativa y negativa con el bienestar físico, psicológico y profesional. Además, tanto el bienestar físico como el bienestar psicológico median parcialmente la relación entre la carga de trabajo y el bienestar profesional. Asimismo, un efecto de mediación en serie significativo revela que la carga de trabajo deteriora el bienestar profesional a través de un proceso secuencial en el que la reducción del bienestar físico conduce a un deterioro del bienestar psicológico. Discusión: Estos hallazgos ponen de relieve la naturaleza interconectada del bienestar multidimensional durante la etapa de prácticas y subrayan la vulnerabilidad de los estudiantes en prácticas de educación infantil en formación inicial bajo condiciones de elevada carga de trabajo. Conclusiones: El estudio contribuye a la literatura al ampliar la investigación basada en el modelo JD–R a poblaciones en formación inicial y ofrece implicaciones prácticas para mejorar el diseño de las prácticas, el apoyo institucional y las políticas de formación docente orientadas a promover una fuerza laboral sostenible en educación infantil. Introdução: A carga de trabalho docente é amplamente reconhecida como uma exigência ocupacional crítica que influencia o bem-estar dos professores, particularmente no contexto da educação de infância. Objectivo: Este estudo examina como a carga de trabalho docente durante o período de estágio supervisionado está associada ao bem-estar físico, psicológico e profissional dos estudantes de licenciatura em educação de infância. Metodologia: Utilizando dados de investigação de 493 estudantes de licenciatura matriculados em três instituições de ensino profissional de nível superior localizadas na região central da China, o estudo emprega a modelação de equações estruturais por mínimos quadrados parciais (PLS-SEM) para analisar as relações diretas, indiretas e sequenciais entre a carga de trabalho e os resultados multidimensionais de bem-estar. Resultados: Os resultados indicam que a carga de trabalho docente está significativa e negativamente associada ao bem-estar físico, psicológico e profissional. Além disso, tanto o bem-estar físico como o psicológico medeiam parcialmente a relação entre a carga de trabalho e o bem-estar profissional. Ademais, um efeito de mediação serial significativo revela que a carga de trabalho deteriora o bem-estar profissional através de um processo sequencial em que a redução do bem-estar físico leva a um declínio do bem-estar psicológico. Discussão: Estes resultados destacam a natureza interligada do bem-estar multidimensional durante o estágio supervisionado e realçam a vulnerabilidade dos futuros professores em estágios de educação de infância em condições de elevada carga de trabalho. Conclusões: Este estudo contribui para a literatura ao ampliar a investigação baseada no modelo JD-R para populações de futuros professores e oferece implicações práticas para melhorar o planeamento do estágio, o apoio institucional e as políticas de formação de professores, visando promover uma força de trabalho sustentável na educação de infância.

The first to make the connection between the new standards and the principal′s leadership role in creating and sustaining a school′s culture and values, this simple, consistent format includes a standard, followed by the philosophical framework and case studies.

Background/purpose – This paper aims to examine school mentors’ assessments on the degree of competences developed by preservice (candidate) teachers they supervise during teaching practicum (TP).Materials/methods – A descriptive and cross-sectional study was conducted with a questionnaire applied to 373 school mentors for the evaluation of competences of 989 preservice teachers studying Early Childhood Education or Primary Education degrees at the end of three TP periods conducted in schools located in one region of Spain.Results – From the perspective of school mentors, this study highlights that preservice teachers’ competences are progressively developed during periods of TP in teacher education. The results show a more positive assessment of the school mentors about the development of the preservice teachers’ personal competences than their professional competences.Conclusion – The main contribution of this study is the innovative approach applied to competence development in the TP, based on school mentors as the assessors.

Within an early childhood methods course, teacher candidates were prepared to spend three weeks in immersive clinical field experience. Early childhood placements were in rural, high poverty areas of central New York State. In addition to readings and authentic project-based undertakings, preparation included interactive activities on culturally responsive curriculum and assets relative to the edTPA. Candidates anticipated planning, instructing, and assessing sequential, scaffolded, developmentally appropriate, and culturally responsive lessons as part of a mock edTPA to commence during the first week of field experience. Before their internship, the teacher candidates collectively espoused knowledge of culturally responsive practices and asset-based ideologies; however, at the end of the three-week field experience, their responses to edTPA prompts and discussions reflected beliefs laden with bias, stereotypes, and prejudice. This paper is a synopsis of the basis of these biases and the steps taken to remedy these deficit beliefs.